INTRODUCTION : Measurement is designed t prvide quick practice and review pprtunities fr students with learning differences. Each f the 180 warm-up activities has clear and simple directins. The practice activities are written at a lw reading level, making them apprpriate fr students in upper elementary schl, middle schl, and high schl. Each reprducible page cvers nly ne skill s that students wh are already struggling will nt be verwhelmed. At least tw activity sheets are prvided t address each skill. When cmpleting an activity, students will apply basic cncepts t slve, cmplete, r reprduce simple math prblems. It is suggested that students keep all their cmpleted activities in a flder labeled Measurement. This will allw students t easily refer t the activities when wrking n future warm-ups and when cmpleting ther supplemental activities. These warm-ups are designed t supplement yur existing curriculum. They can als be used as pre- and pst-assessments t check fr students skill mastery. IV
The six bks in the series cver basic mathematics skills in number cncepts; number peratins; measurement; tables, graphs, and charts; runding, reasnableness, and estimatin; and fractins, decimals, and percents, as identified by the Natinal Cuncil f Teachers f ematics (NCTM). These warm-ups supprt the Practice series and can be used independently r in cnjunctin with thse binders. Each warm-up bk prvides 180 warm-ups ne fr each day f the schl year that cver all f the bjectives fr each skill. The pen-ended and multiple chice questins use varied appraches t address different mdalities s that students different learning styles are addressed. : Measurement prvides repeated daily practice in the basic fundatin f math cncepts develpment, which will als imprve students cnfidence in their mathematical skills. These warm-ups can be used at any time fr a variety f purpses. Use them as warm-ups, mini-lessns, review activities, tickets ut t allw students t leave the classrm, r quick hmewrk assignments. Fr yur cnvenience, an answer key is prvided fr all f the warm-up activities. V
THE BASIC MATH WARM-UPS SERIES There are six bks in the series. Each bk includes 180 pages f practice activities. NUMBER CONCEPTS 1 2 3 4 5 6 7 8 9 TABLES, GRAPHS, AND CHARTS 43 +27 12 line graph 12 4 = 3 3 X 5 = 15 NUMBER OPERATIONS HUNDREDS TENS ONES runding t the clsest whl e inch ROUNDING, REASONABLENESS, AND ESTIMATION 58 F 5h hurs = minutes 15.782 FRACTIONS, DECIMALS, AND PERCENTS 9 16 bar graph ween 20 and 24 times ab ut 2 pun ds n undredths thusandths 80% = 80 par ts per 100 VI
TWO SECTIONS This bk is divided int tw sectins. The first sectin cntains 180 activities cvering the five standard measurements (linear, weight, capacity, time, and temperature) thrugh a variety f frmats. The secnd sectin is the answer key, which includes slutins fr all f the activities. Fr answers that require estimatins r nnstandard units f measurement, the answer key will read Answers will vary. VII
OBJECTIVES After students cmplete the activities in : Measurement, they will be able t d the fllwing: build a fundatin fr the basic understanding f measurement develp cncepts f measurement as they identify and cmpare attributes f bjects and situatins cmpare and rder cncrete bjects accrding t length examine the length f a given bject, then find cncrete bjects that have lengths the same as, less than, r greater than that length use nnstandard and standard units t describe length estimate and measure lengths f bjects using nnstandard units identify cncrete mdels that apprximate standard units f length estimate and measure lengths using a standard unit, such as inch, ft, yard, and mile measure t slve prblems using length describe numerical relatinships between different units f measure within the same measurement system estimate measurements and evaluate reasnableness f estimates use attributes t cmpare and rder bjects accrding t weight find bjects that have weights the same as, less than, r greater than the weight f a given bject estimate and measure weights f bjects using nnstandard units VIII
OBJECTIVES cnt. frm page VIII select frm unces and punds and use unces and punds t measure weight select and use apprpriate units and tls t measure and slve prblems use capacity t cmpare and rder bjects use nnstandard units t describe capacity estimate and measure capacity f bjects using nnstandard units identify cncrete mdels that apprximate standard units f capacity use standard units, including teaspn, tablespn, cup, pint, quart, and galln select and use apprpriate unit and prcedures t measure capacity use time t cmpare and rder events cmpare duratins, such as mre time than r less time than fcus n the fllwing units f time: secnd, minute, hur, day, week, mnth, and year describe activities that take secnds, minutes, r hurs t cmplete tell time n a clck using hurs, half-hurs, quarter-hurs, and minutes read a calendar with days, weeks, and mnths apply measurement cncepts t slve prblems using time use temperature t cmpare events, situatins, and/r bjects recgnize temperatures, such as a ht day r a cld day use and read a thermmeter t gather data and t measure temperature apply measurement cncepts t slve prblems invlving temperature IX
Research has shwn that segmentatin, r breaking dwn a task, is an effective methd t use when teaching students with learning differences. Students with special needs cannt prcess large amunts f infrmatin at ne time. Hwever, accrding t Gersten, presenting small segments f infrmatin and then immediately applying that infrmatin has been prven t be a successful teaching methd (1999). The activities in the series d just that. They present small, sequenced bits f instructin with ample pprtunities fr practice. These pages are excellent supplements fr any mathematics prgram designed t help students sharpen their mathematics skills. : Measurement includes multiple activities that reinfrce each f the five basic units, systems, and prcesses f measurement, including linear, weight, capacity, time, and temperature, in ways that make them relevant and meaningful. As Jnes, Wilsn, and Bhjwani nte, Practice activities are essential cmpnents f mathematics instructinal prgrams. Students with LD will generally need mre practice and practice that is better designed than students withut LD, if they are t achieve adequate levels f fluency and retentin (1997). The warm-up activities included in the series have simple directins, lw readability t minimize frustratins due t reading difficulties, and few prblems per activity t review and reinfrce understanding f the skills. X
The Principles and Standards fr Schl ematics by the NCTM state that students need t learn a new set f mathematics basics that enable them t understand hw mathematical ideas intercnnect and build n ne anther t prduce a cherent whle (2003). These warm-up activities d this by addressing five standard measurements, including linear, weight, capacity, time, and temperature, thrugh a variety f frmats s that individual learning styles are addressed. The skills build n ne anther and reinfrce previusly learned skills. : Measurement meets bth state and natinal standards (including the Natinal Cuncil f Teachers f ematics Standards 2000 Prject) regarding numbers, peratins, prblem slving, cmmunicatin, and cnnectins. Gersten, R. (May 1999). Teaching Expressive Writing t Students with Learning Disabilities. Keys t Successful Learning Summit, Washingtn, D.C. Jnes, E. D., Wilsn, R. & Bhjwani, S. (March/April 1997). ematics Instructin fr Secndary Students with Learning Disabilities. Jurnal f Learning Disabilities, 30(2), 151 163. Natinal Cuncil f Teachers f ematics. (2003). Realizing the Visin. Principles and Standards fr Schl ematics. [Electrnic versin] Retrieved n June 23, 2004, frm http://standards.nctm.rg/dcument/ chapter8/index.htm XI